Louisiana History and Heritage Education Programs Louisiana’s Old State Capitol Museum of Political History Tom Schedler, Secretary of State www.sos.la.gov/museums SLAVE NARRATIVES OF THE FEDERAL WRITER’S PROJECT Historical Background The Great Depression and the Works Progress Administration During the 1930s, a Great Depression crippled the economy of the United States and many other countries. Large numbers of people lived in poverty, desperately in need of more food, clothing and shelter. At the worst point of the Great Depression, in 1933, one in four Americans who wanted to work were unable to find a job. It was not until 1941, when World War II was underway, that the official unemployment rate finally fell below 10 percent. This massive wave of unemployment hit before the food stamp program and unemployment insurance existed 1. Government programs to help the poor or those in temporary difficulty were nonexistent. Furthermore, most wives did not work, so if the husband lost his job, all income for that household stopped. 2 Franklin Delano Roosevelt took office in 1933 at the height of the Great Depression. In 1935, Roosevelt formed the Works Progress Administration (later renamed the Work Projects Administration--WPA) to create jobs that would allow individuals to maintain their sense of self-esteem. Many of these programs provided blue collar construction jobs as well as opportunities for women, children and African-Americans. 3 Works Projects Administration programs also built theaters and schools, sculpted parks and public gardens, supported photo documentaries to document the plight of Americans and preserved local and state history and culture. During its brief existence, the WPA generated numerous documents consisting of written histories, oral histories, guidebooks, fine prints, plays, posters, photographs and architectural histories, many of them relating to African- American history. One such program was the Federal Writer’s Project. Federal Writer’s Project Many of Roosevelt’s New Deal agencies addressed unemployment by supporting blue collar jobs in construction and conservation. However, Federal One, a project to support and preserve the arts, provided opportunities for teachers, lawyers, authors and librarians. The Federal Writer’s Project was a highly criticized Federal One program that began in 1935 – opponents of the program felt that it diverted funds from the critical defense budget. The short-lived Federal Writer’s Project ended in 1939, but continued to operate in some states through the early 1940s. The Library of Congress’ Federal Writer’s Project collection includes 2,900 documents representing the work of more than 300 writers from 24 states. Many of these documents are oral histories that provide deep insight into the social and economic life of 1930s-era families and communities. This collection includes first-person narratives (called life histories) describing the feelings of people coping with life and the Depression. It also contains studies of social customs of various ethnic groups and authentic narratives of former slaves about life during the period of slavery.4 Slave Narratives from the Federal Writer’s Project The Federal Writers' Project of the Works Progress Administration (WPA) conducted interviews of former slaves during the 1930s. The result of these efforts was the Library of Congress Slave Narrative Collection, a group of autobiographical accounts of former slaves that today stands as one of the most enduring and noteworthy achievements of the WPA. Compiled in 17 states from 1936 to 1938, the collection consists of more than 2,000 interviews with former slaves, most of which are first-person accounts of slave life. The interviews afforded the former slaves an opportunity to give their personal 5 accounts of life prior to the Civil War and to describe what it felt like to be a slave in the United States. 1 Moore, Geoffrey H. Business Cycles, Inflation, and Forecasting. Ballinger, Cambridge. 1980 2 Schenk, Robert. A Case of Unemployment. www.ingrimayne.com/econ/EconomicCatastrophe/GreatDepression.html , 2005 3 The African American Mosaic. Library of Congress. www.loc.gov/exhibits/african/afam012.html , 2005 4 American Memory Project, Library of Congress. http://lcweb2.loc.gov/wpaintro/wpahome.html , http://memory.loc.gov/ammem/snhtml/snhome.html 5 Yetman, Norman. “The Background of the Slave Narrative Collection," American Quarterly 19, no. 3 (Fall 1967), 534-53, and "Ex-Slave Interviews and the Historiography of Slavery," American Quarterly 36, no. 2. 1984. Louisiana’s Old State Capitol Education Department 100 North Blvd. Baton Rouge, LA 70801 225.342.0500 FAX 225.342.0316 Louisiana History and Heritage Education Programs Louisiana’s Old State Capitol Museum of Political History Lesson: Examination of Interviews from the American Slave Narratives* Grade 6-12 Subject Social Studies, English Time Period 1 class period Abstract and Process Students will examine and interpret interviews obtained by authors working for the Federal Writer's Project during the 1930s. Process: 1. Students will read selected oral histories in order to learn about individual experiences of African Americans in the pre-Civil War period. 2. Students will meet in small collaborative groups with other students who read the same oral history and share their understandings and develop different perspectives on the reading. 3. Students will gather in reconfigured small collaborative groups (jigsaw) and share their understandings with students who read different narratives. Here the goal for students is to broaden their understanding of what the experience of slavery was like for individual African-Americans. Goals: Students will • investigate texts of oral history narratives taken from ordinary Americans and collected by interviewers employed by the Federal Writer's Project during the 1930s. • examine the lives and careers of ordinary people interviewed during the period of the Federal Writer's Project • read and analyze oral interviews for specific content • describe and summarize the content of individual texts for the benefit of other students • explain how the process of selecting and synthesizing primary documents inevitably involves individual point of view and bias • read and examine primary documents to gather content information Concepts: • New Deal programs experimented with a variety of methods for encouraging employment as a means of stimulating economic recovery. • The stories of individual lives make up the stuff of historical investigation, but their use raises important issues and considerations for historians. • Unemployed journalists and writers were employed by the federal government during the era of the Great Depression. BENCHMARKS H-1A-M4 analyzing historical data using primary and secondary sources H-1A-H3 interpreting and evaluating the historical evidence presented in primary and secondary sources H-1B-M3 describing the interactions among Native Americans, early Europeans and Africans in America H-1D-M3 identifying and discussing the major conflicts in Louisiana’s past H-1D-M6 examining folklore and describing how cultural elements have shaped our state and local heritage G-1B-M4 describing and explaining how personal interests, culture and technology affect perceptions and uses of places Materials Students will work with the slave narratives collected by the New Deal Network as well as additional sources found at Bruce Fort's American Slave Narratives: An Online Anthology (http://xroads.virginia.edu/~hyper/wpa/wpahome.html) and at the Library of Congress's American Life Histories: Manuscripts from the Federal Writers' Project (http://lcweb2.loc.gov/ammem/wpaintro/wpahome.html and http://memory.loc.gov/ammem/snhtml/snhome.html ). Lesson Procedure 1. To prepare for this lesson, teachers may wish to preview and download one or more of the narratives found in the collections listed above. Lead students through the selected interview and prepare them for the uneven nature of the stories they will be reading and the language which they may encounter. 2. The Jigsaw Activity. Select four to six of the individual narratives from any of the three collections listed above. Download and photocopy enough so that each student will read one of the selected narratives. Teachers may wish to base their selection of the narratives on some common theme or thread. For example: • First-hand accounts of slavery: the slave narratives in both the New Deal Network site and the University of Virginia site offer students a unique opportunity to read about slavery firsthand. • Life in the late 19 th and early 20 th centuries: many of the elderly subjects in each of the Life Histories provide interesting insights into every day life in the late 19 th century and early 20 th century: occupations, education, religion, entertainment, etc. 3. After providing a photocopied manuscript for each student, ask them to use a highlighter or pen to underscore phrases or selections from the reading which they find to be particularly compelling. (Teachers may wish to focus this aspect of the activity around a particular topic or investigation depending upon the course of study and the interests of their individual students.) Jigsaw #1 Students who have read the same narrative should come together to discuss the main points of their reading with one another. Teachers might direct this segment of the jigsaw activity by requiring students to engage particular questions such as: What was the most interesting thing you discovered